The Moral of the story is? The question for many might differ depending on the age, gender, ethnic background, or culture. Scores of children’s literature try to underline their stories with this sometimes hidden question. The following five children’s books fall under this category. These books not only fit this category but many others depending on the perspective and reviewer. I easily placed these books under teachable morals. The first book in this category is a picture book that caught my eye as I approached the book shelf recalled similarly by other book reviewers (Kennedy, 2010) This book is colorful with a magnificently detailed illustration of a large lion’s head surrounded by a soft lush looking mane. This big cat is looking to the side at something. It interested me to find out what he is looking at. I was compelled to pick it up and look in the direction of the lion’s eye cast. Our view became that of a small mouse on the back cover. The mouse is also is fine detail and tucked inside of the tall grasses of the habitat. This is just the book cover. The story is not new. The Lion and the Mouse is another adaption from the tale from the world famous storyteller Aesop, a slave in Greece during the 5th century This book, The Lion and the Mouse, illustrated by Jerry Pinkney captures children’s interest and encourages imagination by enabling different perspectives to speculate and contemplate about the interactions taking place thorough out the story without any words. It is no wonder that this is a 2010 Caldecott Medal winner. The author’s illustrations stand on their own and tell the story by the completeness and variation of the visual emotions of the characters. Pinkney’s media includes pencil, water color and colored pencil and the illustrations create an adaptive canvas for the character’s to come alive. The story’s moral can be perceived slightly different but overall the kindness that you bestow on to someone is the kindness you plan to be returned by others no matter the status nor the dynamics of the relationship. I love how the story can spark children’s creativity and capture their interests with the beautiful artwork and detail of the media. This book provides a lasting value to our lives by re-creating texture to our lives. This book provides experiences that are also relatable and recreate able many times over. Jerry Pinkney has now taken a large position in my favorite authors list. I will definitely look for more of his multifaceted and unique perspectives on our lives as well as the amazing illustrations that are very life like and memorable.
Agate by Joy Morgan Dey and illustrated by Nikki Johnson is a story about a moose who has low self esteem and considers himself as a plain rock, brown and dull. He compares himself to his friends that are birthstones and very jewel like. I saw this book from across the room at a rock shop in the Keweenaw Peninsula during a geology field trip. It was visually bright and colorful with the cutest and shy looking moose ever. The name of the elusive and cherished rock of Michigan’s Upper Peninsula stood out on the book. Agate was a fitting term in our trip. The illustrations in this book are beautiful water colors and the strokes of the brush are broad and wide. The media used in this story adds bright color contrasts that add to the characters representation in the story as well as the unique color of our individual inner beauty. The characters are named after birthstones with descriptions of each using the adjectives and painted to connect with all readers. The literacy elements of this story set up values and worthiness in all of us. The imagination of the literacy presents a new perspective of characters using geology and gemstones I love this cross curriculum idea. The character descriptions used represent all of our inner beauty along with the beautiful illustrations that will connect with children and adults of all ages. I like the fact that this book creates association and ownership of the U.P. in Michigan and how the Agate is a rare and valuable find. This book is fantastic with a universal desire that we all want what we don’t have or that someone is perceived better than we are. I believe that the moral that most will take form this is that we are all unique in composition and color and that our beauty is always within because perception is not perceived the same. This book demonstrates many of the qualities we discussed in our studies as well as noted in educational guidelines such as large illustrations, correct lessons to teach, absence of harshness and other considerations such as diversity promotion (Jacobs, & Tunnell, 1996). This book will become a quick traditional book to pass on.
I have always loved frogs and their clumsy nature on land contrasted by their graceful transformation in the water which I think many ageless children do. This book is all of that and more. The book is called A Frog Thing by Eric Drachman and illustrated by James Muscarello. The emotional response is connection, right from starting to read the story of Frank a young frog who always wanted to fly. The connection is immediate and personal. The effectiveness of the setting and characters are humanized with facial expressions and family dynamics similar to many students’ lives and their relationships. The moral of this story might be similar to the story Agate with questions of personal worth and value. The little frog Frankie feels inadequate as a frog and only sees flying in the air as the ultimate thing to accomplish. He feels conflicted and must try to understand how he fits in this world if he can’t fly and can only do frog things. He is not convinced and tries hard to fly, many times and does not succeed. He does however observe firsthand that he is important. He ultimately learns that he beautiful and valued. The illustrations throughout this book are very expressional and humanistic. This makes the characters more relatable and believable for younger students. The illustrations are meaningful and pull this story completely together. The pictures throughout the story visualize emotions that children can understand such as sadness, happiness, ridicule, shame, defeat, and shyness. Check out a preview of the feelings of Frankie. http://www.kidwick.com/books_frog.html click the read along on the right hand side of the web page for it is enchanting. The books illustrations alone could tell the story. The colors are soothing and darkened according to the mood of Frankie. The media has a watercolor look which is appropriate for the story setting. I do like the different perspective of Frankie, the frog, the author writes about because it enables the reader sees that all kinds of people/animals feel insecure and inadequate when they compare themselves to others. The reader’s imagination is encouraged to predict what happens to Frankie and possibly make similarities to themselves. I will definitely look into more of this award winning author and fantastic illustrator. I love the animal characters and how they delivered the fantastic moral of the story.
The internal conflict of our society can sometimes be nurtured by our relationships, cultural beliefs, and historical and natural expectations. The story The Knight and the Dragon by Tomie DePaola is an outstanding story to provide conflict resolutions to many of these multifaceted influences. Tomie DePaola is one of my favorite authors and illustrators. His illustrations are colorful and interesting with young –student like personality. DePaola’s illustrations provide a positive nature and setting with minimal characters and simplified storyline that might take away from the plot. The illustrations in this story, like many of Tomie Depaola’s books, are sequential and stand alone in effectiveness and provide the story line without text. He creates such loveable and relatable characters through his art and perspective. He is a great story teller through his illustrations that will be relatable and recalled often generation after generation. The real plot of this story portrays is of assumed competition and conflict versus the ideal of cooperation and realistic compromise. I really love this book for the later ideal vision. I think this could be a great book for students of all ages, gender, backgrounds, race, and worldviews. This story is not only world recognizable for medieval characters but the automatic presumable conflict of opposites and differences of our personal and cultural history. This stretches the thinking of students and adults alike that this is truly not the case. I highly recommend this author /illustrator and book.
The final book in this five book category is a bit longer and more difficult read for it is written in original text. This is a Scottish folk song and tale that takes place in the Scotland countryside in the house of Lachie MacLachlan. The story is called Room for One More written by Sorche Nic Leodhas and illustrated by Nonny Hogrogian. The illustrations by Nonny Hogrogian is a twice Caldecott Medal winner which includes this book. Sorche Nic Leodhas tells the folk tale of the generous Scott that was told to her by her grandfather. This story has a very interesting set of characters in the “wee house of heather”. The story takes place on a stormy night with many travelers passing by this wee house of Lachie Maclachlan and his family. He and his wife along with their ten “bairns” make room and share their home with all who need them. The text of this story is special because it provides a Scottish perspective of kindness and storytelling. The story sparks the curiosity if the reader because of the unique language /dialect used throughout the story. The moral idea is quickly revealed but not necessarily confirmed. The reader’s curiosity and imagination is encouraged to predict what might happen to this family’s kindness. How will the various and growing travelers influence this kind and loving family? The story is not overwhelmed by the illustrations what so ever and is quite the opposite scaled down in comparison to the delightful and charismatic story. I thought that the illustrations were unique and provided enough visual to add to the story but I disagree that they would stand on their own in telling the story without the text to show the way. The sponge painting technique used for the illustrations does create unique and beautiful scenery. The illustrations are however for a much older and possibly worldly reader and in that case the illustrations could possibly be very impressionable. The artistic visual of the pages does fit this historic folk tale. The media used focuses on the heather with lavenders and pinks with bits of white and yellow all over the immense fields. The dark singular pencil strokes of the people and structure picks up the stormy night isolation of these dwellings and travelers as they come and stay at the wee house. These darker penciled features are detailed in some of the scenes but the focus stays on the shadowed features of the traveler making their way through the colors of the heather. The story of kindness that is repaid is one of compassion and caring of our fellow man regardless of background. This theme uses the story’s moral and how it is understood worldwide as well as demonstrating little cultural boundaries all the while demonstrating good key values (Notre Dame -Center for Ethical Education, 2005). The global aspect of teachable morals can takes place everywhere, in everyplace, with everything, and with everyone. The story using the folktales Scottish text provides the reader with another perspective of language and meaning. The preface of similarities in beliefs, family dynamics, economic situations and traditions also include folktale songs and the traditions. By passing them down through the generations, by retelling and enjoying the longevity of these cultural classics ensures global diversity and knowledge through experience of many cultural traditions. The books in this category range from pre-readers to upper middle school and beyond. I found each of these books to be intriguing and exciting. I would recommend every one of these books and have formed new favorites along the way. I found that each of these fantastic books follow the ideals of our discussions in class and includes many points made in several educational journals of children’s literature such as exposure to multifaceted values and perspectives (NYSAEYC, 2003)that should include recreation of life’s textures(Jacobs, & Tunnel, 1996). I also include the belief that trying on new cultures within safe classrooms will establish areas to explore growing relationships with new cultures and old ones. The educational practices of our healthy and safe classrooms allows the maturity of our students to “come to terms with diverse cultures and voices within” (Banks, & Banks, 2010), the maturity growth of our classrooms will be the catalyst that moves the multicultural maturity of our society. These stories also provide life experiences that are similar and relatable to the readers and can be valued by the quality of text, style and language used by the authors. The plots and illustrations are equally as individualistic stories as well. The story’s show great character representations and theme soundness. This category of books also demonstrates elements of literature and illustration continuity that enhances the credibility and creativity of the story and connects the reader for immediate immersion and participation. These stories will be experienced and repeated for years to come.
Cited Works:
Banks, J.A., & Banks, C.A. (2010). Multicultural education-issues and perspectives. Hobeken: John Wiley & Sons.
Dey, J.M., (2007), Agate. Duluth, MN: Lake Superior Port Cities Inc
Drachman, E. (2005). A frog thing. Los Angeles: Kidwick Books.
Jacobs, J.S., & Tunnell, M.O. (1996). The book. Children's Literature Briefly, 14-19.
NYSAEYC, (2003). Assessing children's literature. New York State Association for the Education of Young Children, Retrieved from http://www.adl.org/education/assessing.asp
Pinkney, J. (2009). The lion and the mouse. New york : Little, Brown and Company
The first book in this category is a picture book that caught my eye as I approached the book shelf recalled similarly by other book reviewers (Kennedy, 2010) This book is colorful with a magnificently detailed illustration of a large lion’s head surrounded by a soft lush looking mane. This big cat is looking to the side at something. It interested me to find out what he is looking at. I was compelled to pick it up and look in the direction of the lion’s eye cast. Our view became that of a small mouse on the back cover. The mouse is also is fine detail and tucked inside of the tall grasses of the habitat. This is just the book cover. The story is not new. The Lion and the Mouse is another adaption from the tale from the world famous storyteller Aesop, a slave in Greece during the 5th century
This book, The Lion and the Mouse, illustrated by Jerry Pinkney captures children’s interest and encourages imagination by enabling different perspectives to speculate and contemplate about the interactions taking place thorough out the story without any words. It is no wonder that this is a 2010 Caldecott Medal winner. The author’s illustrations stand on their own and tell the story by the completeness and variation of the visual emotions of the characters. Pinkney’s media includes pencil, water color and colored pencil and the illustrations create an adaptive canvas for the character’s to come alive.
The story’s moral can be perceived slightly different but overall the kindness that you bestow on to someone is the kindness you plan to be returned by others no matter the status nor the dynamics of the relationship. I love how the story can spark children’s creativity and capture their interests with the beautiful artwork and detail of the media. This book provides a lasting value to our lives by re-creating texture to our lives. This book provides experiences that are also relatable and recreate able many times over.
Jerry Pinkney has now taken a large position in my favorite authors list. I will definitely look for more of his multifaceted and unique perspectives on our lives as well as the amazing illustrations that are very life like and memorable.
Agate by Joy Morgan Dey and illustrated by Nikki Johnson is a story about a moose who has low self esteem and considers himself as a plain rock, brown and dull. He compares himself to his friends that are birthstones and very jewel like.
I saw this book from across the room at a rock shop in the Keweenaw Peninsula during a geology field trip. It was visually bright and colorful with the cutest and shy looking moose ever. The name of the elusive and cherished rock of Michigan’s Upper Peninsula stood out on the book. Agate was a fitting term in our trip.
The illustrations in this book are beautiful water colors and the strokes of the brush are broad and wide. The media used in this story adds bright color contrasts that add to the characters representation in the story as well as the unique color of our individual inner beauty.
The characters are named after birthstones with descriptions of each using the adjectives and painted to connect with all readers. The literacy elements of this story set up values and worthiness in all of us. The imagination of the literacy presents a new perspective of characters using geology and gemstones I love this cross curriculum idea. The character descriptions used represent all of our inner beauty along with the beautiful illustrations that will connect with children and adults of all ages.
I like the fact that this book creates association and ownership of the U.P. in Michigan and how the Agate is a rare and valuable find. This book is fantastic with a universal desire that we all want what we don’t have or that someone is perceived better than we are. I believe that the moral that most will take form this is that we are all unique in composition and color and that our beauty is always within because perception is not perceived the same. This book demonstrates many of the qualities we discussed in our studies as well as noted in educational guidelines such as large illustrations, correct lessons to teach, absence of harshness and other considerations such as diversity promotion (Jacobs, & Tunnell, 1996). This book will become a quick traditional book to pass on.
I have always loved frogs and their clumsy nature on land contrasted by their graceful transformation in the water which I think many ageless children do. This book is all of that and more. The book is called A Frog Thing by Eric Drachman and illustrated by James Muscarello. The emotional response is connection, right from starting to read the story of Frank a young frog who always wanted to fly. The connection is immediate and personal. The effectiveness of the setting and characters are humanized with facial expressions and family dynamics similar to many students’ lives and their relationships.
The moral of this story might be similar to the story Agate with questions of personal worth and value. The little frog Frankie feels inadequate as a frog and only sees flying in the air as the ultimate thing to accomplish. He feels conflicted and must try to understand how he fits in this world if he can’t fly and can only do frog things. He is not convinced and tries hard to fly, many times and does not succeed. He does however observe firsthand that he is important. He ultimately learns that he beautiful and valued.
The illustrations throughout this book are very expressional and humanistic. This makes the characters more relatable and believable for younger students. The illustrations are meaningful and pull this story completely together. The pictures throughout the story visualize emotions that children can understand such as sadness, happiness, ridicule, shame, defeat, and shyness. Check out a preview of the feelings of Frankie. http://www.kidwick.com/books_frog.html click the read along on the right hand side of the web page for it is enchanting.
The books illustrations alone could tell the story. The colors are soothing and darkened according to the mood of Frankie. The media has a watercolor look which is appropriate for the story setting. I do like the different perspective of Frankie, the frog, the author writes about because it enables the reader sees that all kinds of people/animals feel insecure and inadequate when they compare themselves to others. The reader’s imagination is encouraged to predict what happens to Frankie and possibly make similarities to themselves. I will definitely look into more of this award winning author and fantastic illustrator. I love the animal characters and how they delivered the fantastic moral of the story.
The internal conflict of our society can sometimes be nurtured by our relationships, cultural beliefs, and historical and natural expectations. The story The Knight and the Dragon by Tomie DePaola is an outstanding story to provide conflict resolutions to many of these multifaceted influences. Tomie DePaola is one of my favorite authors and illustrators. His illustrations are colorful and interesting with young –student like personality.
The real plot of this story portrays is of assumed competition and conflict versus the ideal of cooperation and realistic compromise. I really love this book for the later ideal vision. I think this could be a great book for students of all ages, gender, backgrounds, race, and worldviews. This story is not only world recognizable for medieval characters but the automatic presumable conflict of opposites and differences of our personal and cultural history. This stretches the thinking of students and adults alike that this is truly not the case. I highly recommend this author /illustrator and book.
The final book in this five book category is a bit longer and more difficult read for it is written in original text. This is a Scottish folk song and tale that takes place in the Scotland countryside in the house of Lachie MacLachlan. The story is called Room for One More written by Sorche Nic Leodhas and illustrated by Nonny Hogrogian. The illustrations by Nonny Hogrogian is a twice Caldecott Medal winner which includes this book. Sorche Nic Leodhas tells the folk tale of the generous Scott that was told to her by her grandfather. This story has a very interesting set of characters in the “wee house of heather”. The story takes place on a stormy night with many travelers passing by this wee house of Lachie Maclachlan and his family. He and his wife along with their ten “bairns” make room and share their home with all who need them.
The text of this story is special because it provides a Scottish perspective of kindness and storytelling. The story sparks the curiosity if the reader because of the unique language /dialect used throughout the story. The moral idea is quickly revealed but not necessarily confirmed. The reader’s curiosity and imagination is encouraged to predict what might happen to this family’s kindness. How will the various and growing travelers influence this kind and loving family?
The story is not overwhelmed by the illustrations what so ever and is quite the opposite scaled down in comparison to the delightful and charismatic story.
The story of kindness that is repaid is one of compassion and caring of our fellow man regardless of background. This theme uses the story’s moral and how it is understood worldwide as well as demonstrating little cultural boundaries all the while demonstrating good key values (Notre Dame -Center for Ethical Education, 2005). The global aspect of teachable morals can takes place everywhere, in everyplace, with everything, and with everyone. The story using the folktales Scottish text provides the reader with another perspective of language and meaning. The preface of similarities in beliefs, family dynamics, economic situations and traditions also include folktale songs and the traditions. By passing them down through the generations, by retelling and enjoying the longevity of these cultural classics ensures global diversity and knowledge through experience of many cultural traditions.
The books in this category range from pre-readers to upper middle school and beyond. I found each of these books to be intriguing and exciting. I would recommend every one of these books and have formed new favorites along the way. I found that each of these fantastic books follow the ideals of our discussions in class and includes many points made in several educational journals of children’s literature such as exposure to multifaceted values and perspectives (NYSAEYC, 2003)that should include recreation of life’s textures(Jacobs, & Tunnel, 1996). I also include the belief that trying on new cultures within safe classrooms will establish areas to explore growing relationships with new cultures and old ones. The educational practices of our healthy and safe classrooms allows the maturity of our students to “come to terms with diverse cultures and voices within” (Banks, & Banks, 2010), the maturity growth of our classrooms will be the catalyst that moves the multicultural maturity of our society.
These stories also provide life experiences that are similar and relatable to the readers and can be valued by the quality of text, style and language used by the authors. The plots and illustrations are equally as individualistic stories as well. The story’s show great character representations and theme soundness. This category of books also demonstrates elements of literature and illustration continuity that enhances the credibility and creativity of the story and connects the reader for immediate immersion and participation. These stories will be experienced and repeated for years to come.
Cited Works:
Banks, J.A., & Banks, C.A. (2010). Multicultural education-issues and perspectives. Hobeken: John Wiley & Sons.
Dey, J.M., (2007), Agate. Duluth, MN: Lake Superior Port Cities Inc
Drachman, E. (2005). A frog thing. Los Angeles: Kidwick Books.
Jacobs, J.S., & Tunnell, M.O. (1996). The book. Children's Literature Briefly, 14-19.
Kennedy, E. (2011). About.com children's books. Retrieved from **http://childrensbooks.about.com**
Leodhas, S.N. (1965). Always room for one more. New york : Henry Holt and Company
Notre Dame -Center for Ethical Education, Initials. (2005, April 21). Good Media Good Kids. Retrieved from **http://goodmedia.nd.edu/reviews/review.cfm?id=1571**
NYSAEYC, (2003). Assessing children's literature. New York State Association for the Education of Young Children, Retrieved from http://www.adl.org/education/assessing.asp
Pinkney, J. (2009). The lion and the mouse. New york : Little, Brown and Company